J. MCKINLEY, D. J. CHAMPAGNE
course are necessary pieces for a secure start. Netiquette is a
clearly established outline of communication etiquette expected
as a part of the policy for all online communication. The course
developer provides clear explanations of procedures and ex-
pectations with a course outline and rubrics for assessment of
activities including communication in the weekly discussion
threads—reinforcing netiquette. Positive support from the in-
structor helps to determine positive support between members,
establishing a sense of togetherness and commitment.
Communication is an element critical to establishing com-
munity in cohort learning. The typed word must convey pur-
poseful meaning to the other learners. No body language, no
ability for instantaneous elaboration—unless writing in a Chat
Room—makes online learning unique. The student must type
what they mean AND mean what they say. Decoding by the
reader can lend itself to interesting dialog strands within a dis-
cussion thread. Diligence, dedication, and the ability to edit and
elaborate the words/language are keys to successful communi-
cation and thus the ability to maintain cohort cohesiveness
(Jones, 2010). It is important the instructor use precise guide-
lines for participation or student’s will not be as involved as
they should be. It remains an important role of the instructor to
reinforce and revisit those expectations through discussion
threads.
Collaboration
Establishing the process for collaboration for online learning
is the quality necessary for cohort success. When we promote
cohort development with Districts or other degree-similar on-
line learners we stress the importance of collaboration. Col-
laboration involves interactions with others, including peer to
peer, student to faculty, and student to content. Collaboration
needs structure in expectations and the use of rubrics. The in-
structor needs to use flexibility in order to listen to students and
use good judgment in initiating elaboration of content items for
clarity or changes in deadlines, as an example, to promote stu-
dents success. Family emergencies, work duties, or computer
problems can present unexpected interruptions in a student’s
ability to meet deadlines. Collaboration involves each member
participating in the exchange of ideas and problem solving.
Team development is suggested with each member being re-
sponsible for their on learning as well as the work of teammates
(Lamb et al., 1999).
Communication that is collaborative and continual must be
afforded to the cohort online model for learning. The rules for
communication, having been initially established, will include
consequences. Teaching and communicating in the classroom
platform is a requisite. Avoiding private e-mails for questions
and problems must be promoted by and for all class members.
The instructor can determine the quality of cohesiveness in the
learning community by how much support is visible in course
talk; e.g. peer editing, APA format sharing, or calling a member
out for lack of participation in the form of a “Welcome back
X··· I have missed your critical dialog··· discussion thread is
not the same without you!”
There are several benefits to cohort development and the re-
sulting collaboration during the learning process. Collaboration
among members provides a platform for exchanging ideas and
personal philosophies. The affects of supportive, qua-
si-mediated online interaction encourages continued participa-
tion through shared knowledge. Each participant is an expert in
one or many best-practices. We have learned engagement, in
the learning platform, must be clearly communicated to stu-
dents along with a discussion rubric to ensure reflective re-
sponse contributions. Collaboration in discussion thread activi-
ties has a schedule for original posting and required response to
others. Collegiality cannot be assumed; rather it must be spe-
cifically encouraged by the quality instructor promoting en-
gagement.
Sharing techniques and methods will encourage personal and
professional skill growth. As an example, a student writes an
original post, and through collaborative discussion develops a
final outcome of an educational philosophy in a required activ-
ity. Kindergarten teacher, D. W. (2013) wrote as a final per-
sonal philosophy statement “··· I do not follow any one par-
ticular education theory but combine ideas from many leaders
in the field to develop a philosophy that best suits the needs of
my particular group of learners ···” D. W. then provided spe-
cifics with descriptions/explanations of those best practices
embedded in her personal philosophy of education. These post-
ings in the weekly discussion threads of the online class pro-
vides an original post from which students receive feedback
from peers encouraging continued critical thinking in the de-
velopment of required activities for these “School Leader” can-
didates.
Content
Content of the online course is the third major component to
be discussed. The content of each degree program provides for
rigorous and relevant learning. The core learning objectives and
outcomes are developed from professional standards appropri-
ate to each degree program at Park University. In the graduate
School for Education these standards are provided through the
Missouri Standards for the Preparation of Educators (MoSPE),
Interstate School Leader Licensure Consortium Standards
(ISLLC), and the National Board for Professional Teaching
Standards (NBPTS). Learning outcomes must be clearly identi-
fied and state what students must know and be able to do.
These learning outcomes are established through professional
licensing standards and are reflected explicitly in course learn-
ing outcomes. All online activities should be aligned with the
course objectives and core learning outcomes. Assessment is
necessary to show whether students learned the intended objec-
tives.
Content is directly manipulated by the professor in the online
classroom. In order for cohesiveness to be developed with co-
hort groups, the professor must communicate the purpose for
study and the expectations guiding the study. As facilitator, the
instructor should summarize important points and ideas, as well
as provide a model linking theory to practice. They should en-
courage students to do the same by having critical discussions
which challenge thinking and problem-solving. Specific and
immediate feedback on individual and group assignments
should be provided. In order to teach online courses, Park Uni-
versity requires successful completion of online-training for
instructors through their own online learning in ED750 BOOT
CAMP. Quality of instruction is a key to both accreditation and
for cohort success. Instructors are given continued support at
Park University with various links on the Park website. Support
can be in the form of reviewing the course home, how to set up
grading, designing introductions, lectures, assignments, exams,
etc. There is also a forum for instructors to connect to each
other to share strategies, thoughts, and other needs.
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